A Study on the Governance of Online Education Policies for Off-Campus Training Institutions in Primary and Secondary Schools from the Perspective of Teachers

This paper investigates the governance of online education policies in off-campus training institutions for primary and secondary schools from the teachers' perspective. As key actors in policy implementation, teachers possess critical experiential knowledge that bridges the gap between regulatory frameworks and classroom realities. Drawing on semi-structured interviews with 5 experienced teachers from various subject areas, the study explores how national policies affect teachers instructional practices, professional development, and perceptions of agency. Findings reveal that while these policies promote standardization and educational equity, they also introduce challenges such as limited teaching flexibility, increased administrative burden, and reduced innovation space. Nonetheless, teachers demonstrate significant adaptability by restructuring lesson formats and exploring blended and student-centered approaches under regulatory constraints. The research highlights the importance of establishing a supportive policy environment that includes professional development systems, participatory governance, and psychological support mechanisms. It concludes that sustainable online education governance requires strict policy design and an inclusive framework that empowers teachers as active contributors to educational reform.